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PAY POLICY2013

Adopted by…………………….MAT on (date)………………..

To be reviewed :July 2014

Signed______________________Dated____________

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CONTENTS

1. Introduction………………………………………………………………………………………………………………………………5

2.Aims……………………………………………………………………………………………………………………………………………5

3. Equal Opportunities……………………………………………………………………………………………………………………6

4. Job Descriptions and Responsibilities…………………………………………………………………………………………6

5. Access to Records……………………………………………………………………………………………………………………….6

6. Appraisal and Pay recommendations………………………………………………………………………………………….6

7. Discretionary Pay Awards…………………………………………………………………………………………………………..6

8. Safeguarding………………………………………………………………………………………………………………………………7

9. Annual Determination of Pay……………………………………………………………………………………………………..7

10. Recruitment……………………………………………………………………………………………………………………………..7

10.1 Teaching Staff……………………………………………………………………………………………………………………7

11. Pay and Conditions (Teaching Staff)………………………………………………………………………………………….8

11.1 Part-time Teachers……………………………………………………………………………………………………………8

11.2 Supply/ short notice Teachers…………………………………………………………………………………………..9

12. Appeals……………………………………………………………………………………………………………………………………..9

13. Head Teacher/Principal Pay………………………………………………………………………………………………………9

14. Head Teacher/Principal Performance……………………………………………………………………………....….13

15. Other Leadership Group Posts…………………………………………………………………………………………..….13

16. Acting Allowances………………………………………………………………………………………………………………...14

17. Leading Practitioners…………………………………………………………………………………………………………....14

17.1 Pay Progression for Leading Practitioners…………………………………………………………….………15

18. Teachers on the Main and Upper Pay Ranges……………………………………………………………….….….16

18.1 Newly Appointed Teachers………………………………………………………………………………….….…….16

18.2 Pay Structure…………………………………………………………………………………………………………..…….16

18.3 Pay Progression based on Performance…………………………………………………………………….….17

18.4 Pay on Appointment for Teachers Band 1-3 (MPR and UPR)…………………………………….…..18

19. Applications to be Paid on the UPR (Band 3 Expert/Highly Accomplished Teacher)…….…...….19

19.1 Round 13 Applications…………………………………………………………………………………....………..…...19

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19.2 All other Applications……………………………………………………………………………………...…………….19

20. Process…………………………………………………………………………………………………………………....……………20

21. Pay Progression for Teachers on the UPR (Band 3 Expert/Highly Accomplished Teacher)…..21

22. Assimilation to new Payscales…………………………………………………………………………………...………….21

23. Safeguarding on UPR……………………………………………………………………………………………...…………….21

24. Overseas Trained Teachers………………………………………………………………………………………..………….22

25. Specialist Learning Advisors…………………………………………………………………………………....…………….22

26. Unqualified Teachers……………………………………………………………………………………………..………………22

27. Allowances………………………………………………………………………………………………………………...………….23

27.1 Teaching and Learning Responsibility Payments (TLR’s)…………………………………….…………23

27.2 Special Educational Needs (SEN) TLR2 payments……………………………………………….…………24

27.3 Acting allowances for Teaching Staff………………………………………………………………….…………25

27.4 Out of School Learning Activities……………………………………………………………………….………….25

27.5 Recruitment and Retention Incentive Benefits..........................................................25

27.6 Salary Sacrifice Schemes………………………………………………………………………………….….………...26

28. Monitoring the Impact of the Policy………………………………………………………………………….…………..26

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APPENDICES

Appendix 1. Staffing structure……………………………………………………………………………………………………27

Appendix 2. Appeals Procedure…………………………………………………………………………………………………28

Appendix 3 Application form to move onto the UPR (Band 3 Expert Teacher)………………...….…31

Appendix 4. Teachers’ Standards…………………………………………………………………………………………..…..32

Appendix 5. Ofsted descriptors for quality of teaching in the school……………………………..…..…….35

Appendix 6. Pay progression recommendation outcome form -QTS………………………………….….….37

Appendix 7 Pay progression recommendation outcome form – Specialist Learning Advisor/Unqualified Teacher……………………………………………………………………………………………….…....39

Appendix 8 Further sources of information………………………………………………………………………………..41

Appendix 9 Example of directed time for a class teacher (NUT Guide)………………………………..……..42

1. Introduction of 42

This policy has been agreed by the REAch2 board and adopted by the MAT and LGB to provide a clear framework for the management of pay and grading issues for all staff employed in REAch2.

This policy is compliant with the STPCD 2013.

REAch2 is committed to taking decisions in accordance with the ‘key principles of public life’ : objectivity, openness and accountability.

The trust recognises the requirement that all pay progression decisions for teaching staff must be linked to the annual appraisal of their performance. The procedures set out in this document seek to ensure that this is achieved in a fair, equitable and transparent way.

The trust recognises its responsibilities under relevant legislation including the Equality Act 2010, the Employment Relations Act 1999, the Part-time workers (Prevention of Less Favourable Treatment) Regulations 2000, the Fixed-Term Employees (Prevention of Less Favourable Treatment) Regulations 2002,The Employment Rights Act 1996, The Employment Act 2002, The Employment Act 2002 (Dispute Resolution) Regulations, and will ensure that all pay related decisions are taken equitably and fairly, in compliance with statutory requirements.

This policy has been agreed by the REAch2 board as well as the LGB/MAT/following consultation with staff and the recognised trade unions. Any subsequent changes will also be subject to further consultation before amendment by REAch2. For staff up to the level of Head teacher, each LGB will have full authority to take decisions on behalf of the MAT on pay matters as defined in this policy. For Head teachers, the MAT will have authority to take decisions on pay matters as defined in this policy.

XXXXXXXX Academy (insert name of individual Academy) staffing structure will be published as an appendix to this policy (Appendix 1) Any subsequent changes to the staffing structure will be subject to appropriate consultation.

2. Aims

In adopting this pay policy the aim is to:

Achieve excellent and aspirational outcomes for all pupils; Support the school’s overall aims and priorities as stated in the school improvement plan; Ensure staff are well motivated as well as being valued and rewarded appropriately for their

work and contribution to the school; Support the recruitment and retention of a high quality teacher workforce and support

teachers’ career development; Demonstrate the fairness of decisions on pay, ensuring they are just and transparent and can

be justified as being based on evidence, and that this is applied consistently across REAch2; Support the trust’s Appraisal policy and the principles that underpin it.

Pay decisions (with the exception of those relating to the Head Teacher as outlined above) at this academy are made by the LGB on delegated authority from the MAT.

The trust will, in addition, consider any advice issued by the Department for Education, relevant national bodies, recognised trade unions and relevant statutory legislation.

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3. Equal Opportunities

The Trust seeks to provide equal employment opportunities for all staff and will comply with all relevant employment and equalities legislation and regulations at all times.

All vacant posts, including those that are temporary or acting will be advertised to all staff on staff notice-boards, REAch2 virtual staff notice-board on the trust web-page, in order for all staff to have an opportunity to apply for posts across the trust as internal applicants relevant to their training and experience.

4. Job Descriptions and responsibilities

The Head teacher will ensure that all staff are provided with a job description, and in accordance with the agreed staffing structure. This will outline the role and responsibilities of the post and will include the pay range and any additional payments and allowances. The job description will detail the reason for additional allowances and their duration –whether permanent or fixed term.

Job descriptions may be reviewed from time to time (other than as part of the formal appraisal process) in consultation with the individual employee concerned. This will be with a view to making reasonable adjustments in line with academy/trust needs. If a significant change in role is necessary, a new job description will be issued and agreement reached with the member of staff

If there are significant changes to a significant number of job descriptions consideration will be given to reviewing the whole staffing structure, with appropriate consultation with staff and traces unions.

5. Access to records

The Head teacher/Principal will ensure reasonable access for individual members of staff to their own employment records.

6. Appraisal and Pay recommendations

Individual REAch2 academies will follow the REAch2 appraisal policy in conjunction with this document for appraising teachers’ performance and making and determining the agreement or disagreement with those recommendations regarding pay. In addition to the transparent and fair appraisal procedure outlined in that policy, the trust believes that there is a responsibility for individual appraisees and appraisers to work together and for the appraisee to gather any evidence they deem to be appropriate in meeting the agreed criteria.

The Head teacher will moderate objectives, performance assessment and pay recommendations to ensure consistency and fairness in their school. The Executive Principal of each individual MAT will moderate the above for each of the academies within their MAT and REAch2 Trust Board will moderate it across the trust in order to quality assure consistency and fairness

7. Discretionary Pay Awards

Discretionary pay awards will only be made in accordance with the criteria set out in this policy.

8. Safeguarding

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Where a pay determination leads (or may lead) to the start of a period of safeguarding, the LGB/MAT will comply with the relevant provisions of the STPCD 2013. They will give the required notification as early as possible, and, no later than one month after the determination of pay has been made. More details on safeguarding can be found in relevant sections below.

9. Annual determination of pay

The salaries of all teaching staff including the Head teacher/Principal, Head of School, Deputy Head/s and Assistant Head/s (delete as appropriate dependant on the staffing structure of your school) will be reviewed annually by 31 October for teachers and 30 November for the Head teacher, to take effect from 1 September.

Each teacher’s appraisal report will contain a pay recommendation based on the evidence discussed at the appraisal review meeting, and the previously agreed criteria for progression. (please see section 10 of the Appraisal policy.

The Head teacher/Principal is responsible for submitting these recommendations to the LGB Finance Committee for approval. For recommendations regarding the Head teacher’s pay progression, the Executive Principal of the MAT is responsible for submitting the recommendation to the MAT Board Finance Committee.

Decisions on annual pay progression recommendations will be communicated to all relevant staff by the Head teacher in writing in accordance with the STPCD 2013. This will set out the reasons why decisions have been taken. The Decision on the Head teacher’s/Principal’s pay will be communicated in writing by 30 November in accordance with the STPCD 2013. The instruction to amend pay from the relevant date (1 September) will be issued immediately after the time limit for lodging an appeal has expired (10 days), or immediately after an appeal has concluded.

All teachers are entitled to receive an annual pay statement by 31 October for teachers and 30 November for the Head teacher, which will include:

Details of salary Details of any financial benefits to which the member of staff is entitled Any safeguarding arrangements if they apply

A review may occur at a time other than during the annual cycle where there has been a significant change to an individual teacher’s role and responsibilities that may have an impact on their pay. In these circumstances, a revised written pay statement will be issued to the teacher and will include details of any safeguarding arrangements, if they apply.

10. Recruitment

10.1 Teaching staff

The Finance Committee of the LGB on delegated authority from the MAT will determine the pay range for each vacancy before it is advertised. The starting salary within the advertised range will be decided on appointment of the successful candidate.The Governing Body undertakes that it will not restrict the pay range advertised for or starting salary and pay progression prospects available for classroom teacher posts, other than the minimum of the Main Pay Range and the maximum of the Upper Pay Range.

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The Governing Body will apply the principle of pay portability in making pay determinations for all new appointees

All posts will be advertised either internally or externally (though always clearly displayed on staff notice boards/REAch2 web page.) locally or nationally as appropriate. This will be decided by the Head teacher and LGB.

Each advertisement will include details of the minimum and maximum pay-scale points of the post. In addition, the advertisement will include details of the following (previously determined by the relevant committee of the LGB/MAT :

The nature and requirements of the role Experience required to undertake the specific duties of the post Any specialist knowledge required for the post The wider REAch2 context

The expected level of skill and experience will be clearly set out in the advertisement, as well as details of any additional payments or allowances applicable to the post.

Temporary posts will be advertised as such, with details of the duration and the reasons for that duration.

Teachers both from within REAch2, and from outside the Trust, moving from one post to another within the Main Pay Scale and Upper Pay Scale will be appointed on their previous point as a minimum.

Teaching Staff

11. Pay and conditions

All teachers in REAch2 are employed in accordance with the statutory provisions set out in the School Teachers’ Pay and Conditions Document (STPCD) which is updated each September as well as the Conditions of Service for School Teachers in England and Wales (the Burgundy Book).

The following pay arrangements have been agreed by the REAch2 Board using the flexibilities contained within the STPCD 2013.

The Finance committee of the LGB will apply any local area allowances to teachers’ pay within their individual academies.

11.1 Part Time Teachers

The Head teacher and the Finance Committee of the LGB will ensure that all part time employees are treated no less favourably than a full time comparator.

Teachers employed on an on-going basis at this school, but who work less than a full working day or week are deemed to be part-time. The LGB will give them a written statement detailing their working time obligations and the mechanism that is used to determine their pay, subject to the provisions of the statutory pay arrangements.

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Part-time teachers will be entitled to be paid for their contractual hours pro rata to a full-time teacher and will also be entitled to PPA time, other non-contact time and directed time allocated on a pro rata basis.

11.2 Supply/short notice teachers

Teachers employed on a day-to-day or other short notice basis will be paid in accordance with the provisions of the STPCD on a daily basis calculated on the assumption that a full working year consists of 195 days; periods of employment of less than a day being calculated pro rata (by dividing their annual salary by 1265 to give an hourly rate).

12. Appeals (Appendix 2)

A teacher (including the Head teacher) wishing to appeal in relation to their pay will follow the process outlined below:

A teacher/Head teacher may appeal against any determination in relation to his/her pay or any other decision taken by the relevant body that affects his/her pay.

At all stages of the appeal, a teacher/Head teacher may be accompanied by and represented by a work colleague or trade union or professional association representative.

Any member of staff appealing has the right to see all relevant papers.

The following list, though not exhaustive, includes the usual reasons for appealing against a pay decision.

Incorrect application of any of the provisions contained in the STPCD; Failure to have proper regard for statutory guidance; Failure to take proper account of relevant evidence; Taking account of irrelevant or inaccurate evidence; Evidence of unlawful discrimination or bias against the teacher.

The decision of the appeal panel will be given in writing and will include a note of what evidence was considered and the reasons for the decision.

The decision of the appeal panel is final.

For the full Appeals procedure, please see Appendix 2

13. Head teacher/Principal Pay

For appointments on or after 1 September 2013, the MAT will determine the pay range to be advertised and they will agree the pay on appointment as follows:

The MAT will assign a seven point Individual School Range (ISR) from the DfE Pay spine for Leadership spine below:

Leadership Group Pay Spine 2013

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Annual Salary

Spine Point England & Wales (excluding the London area)

Inner London Area Outer London Area Fringe Area

£ £ £ £

L1 37,836 44,986 40,838 38,878

L2 38,784 45,938 41,787 39,828

L3 39,752 46,910 42,752 40,795

L4 40,743 47,898 43,748 41,790

L5 41,757 48,917 44,762 42,806

L6 42,803 49,961 45,805 43,851

L7 43,957 51,117 46,961 45,006

L8 44,971 52,128 47,974 46,013

L9 46,094 53,248 49,096 47,140

L10 47,277 54,433 50,282 48,323

L11 48,505 55,656 51,503 49,547

L12 49,622 56,779 52,628 50,671

L13 50,863 58,020 53,869 51,912

L14 52,131 59,287 55,129 53,177

L15 53,429 60,580 56,428 54,470

L16 54,849 62,006 57,850 55,896

L17 56,109 63,267 59,112 57,162

L18 57,520 64,677 60,525 58,565

L19 58,946 66,103 61,952 59,992

L20 60,408 67,564 63,412 61,548

L21 61,901 69,059 64,907 62,955

L22 63,440 70,596 66,440 64,488

L23 65,011 72,162 68,012 66,054

L24 66,623 73,780 69,624 67,673

L25 68,279 75,433 71,281 69,323

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L26 69,968 77,122 72,970 71,018

L27 71,701 78,853 74,702 72,746

L28 73,480 80,634 76,483 74,523

L29 75,300 82,457 78,301 76,349

L30 77,174 84,330 80,175 78,217

L31 79,081 86,238 82,087 80,130

L32 81,047 88,201 84,048 82,096

L33 83,061 90,216 86,066 84,110

L34 85,114 92,270 88,119 86,163

L35 87,229 94,386 90,231 88,279

L36 89,390 96,543 92,388 90,436

L37 91,612 98,771 94,616 92,658

L38 93,878 101,032 96,881 94,925

L39 96,166 103,319 99,167 97,209

L40 98,566 105,726 101,571 99,616

L41 101,029 108,190 104,034 102,076

L42 103,560 110,714 106,558 104,609

L43 106,148 113,303 109,151 107,199

The seven point Individual School Range (ISR) will be based on the school group size as determined by the STPCD.

PAY RANGES FOR HEAD TEACHERS 2013

Annual Salary Range

GROUP Range of spine points

England & Wales

(excluding the London area)

Inner London Area

Outer London Area

Fringe Area

£ £ £ £

1 L6-L18 42,803-57,520 49,961-64,677 45,805-60,525 43,851-58,565

2 L8-L21 44,971-61,901 52,128-69,059 47,974-64,907 46,013-62,955

3 L11-L24 48,505-66,623 55,656-73,780 51,503-69,624 49,547-67,673

4 L14-L27 53,131-71,701 59,287-78,853 55,129-74,702 53,177-72,746

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5 L18-L31 57,520-79,081 64,677-86,238 60,525-82,087 58,565-80,130

6 L21-L35 61,901-87,229 69,059-94,386 64,907-90,231 62,955-88,279

7 L24-39 66,623-96,166 73,780-103,319 69,624-99,167 67,673-97,209

8 L28-L43 73,480-106,148 80,634-113,303 76,483-109,151 74,523-107,199

The DfE pay ranges for Head teachers are set out in the table above.

The MAT will have regard to the provisions on determining the pay of a Head teacher, and will also take into account any other permanent payments made to staff within the academy to ensure that appropriate differentials are created and maintained between posts of differing responsibility and accountability.

The relevant body will take into account the full role and responsibilities of the Head teacher/Principal.

Where there is a significant change to the school number, the MAT will calculate the Head teacher group size at the start of the academic year and determine the appropriate ISR for the year. The group size for the school will be determined in accordance with the provisions of the STPCD.

On appointment the Head teacher/principal must be placed on one of the bottom four points of the Pay Range in accordance with the STPCD.

If the Head teacher/principal takes on permanent accountability for one or more additional schools, the MAT will set an ISR in accordance with the STPCD.

The Finance Committee of the MAT may determine that a discretionary payment will be made to the Head teacher/principal in accordance with the STPCD for reasons not already taken account of in determining the ISR. These may include:

The school is a school causing concern Without such additional payment the relevant body considers that the school would

have substantial difficulty filling a vacant Head teacher post Without such additional payment the relevant body considers that the school would

have substantial difficulty retaining the existing Head teacher The Head teacher/principal is appointed as a temporary Head teacher of one or more

additional schools

The total of all discretionary payments must not exceed 25% of the Head teacher’s current point on the Leadership Group Pay Spine.

In wholly exceptional circumstances the Finance Committee of the MAT (with advice from the REAch2 board) may consider a payment in excess of 25%. They would seek external independent advice if this were to be considered.

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14. Head teacher’s/Principal’s Performance Management

At the start of each academic year, the LGB will appoint 2-3 governors who will agree performance objectives/targets with the Head teacher/principal. The governors will appoint an appropriate external advisor who will provide independent advice, this would normally be the Executive Principal of the MAT. The performance objectives/targets must be in line with priorities identified in the School Development Plan.

The Head teacher/Principal’s appraisal of performance will be conducted in accordance with the trust’s Appraisal Policy and will include the Executive Principal of the MAT as an appraiser. At the conclusion of the annual appraisal cycle, the nominated governors, and the Chair of Governors will make a written pay recommendation to the Finance Committee of the MAT. The recommendation will include the reasons for the recommendation and the level of salary that is recommended as well as the date from which it will be paid (normally 1 September). The recommendation would normally be for a movement of 1 point on the pay-range where there has been a sustained high quality of performance in respect of school leadership and management and pupil progress and will be based on the annual performance review and the views of the Chair of Governors’ with regard to the Head’s overall performance for the year. In exceptional circumstance where the headteacher has shown exceptional performance the recommendation may be for a movement of 2 points. Any decision will be objectively justified and recorded.

Once determination is made by the relevant body, the Head teacher/principal will be informed of the decision in writing by 30 November, with effect from 1 September.

If the Head teacher/Principal wishes to appeal the decision of the relevant body, s/he will follow the appeals process set out at Appendix 2.

15. Other Leadership Group posts

A 5 point pay range from within the leadership scale (STPCD) will be determined by the Finance Committee of the LGB for all other posts within the leadership group of individual academies.

The Deputy Head teacher’s pay range will be determined in accordance with the STPCD. A post with a designated deputising role in the head teacher/principal’s absence will be remunerated accordingly above the range for the rest of the leadership group.

The relevant body will review and may if necessary re-determine the deputy/assistant head pay range where there has been a significant change in the responsibilities of the serving deputy/assistant head. This can occur at any time during the year.

A teacher appointed to a post on the leadership scale must be placed on one of the bottom three points on the pay range in accordance with the STPCD.

The pay range for all individual posts in the leadership group will be determined by the responsibilities and duties of each post and may vary between the posts.

All teachers paid on the leadership scale will have their pay reviewed annually by 31 September with effect from 1 September in accordance with recommendations made through the appraisal cycle as outlined in the trust appraisal policy.

Following the Annual Assessment Meeting of each member of the leadership team’s performance, a written recommendation on pay will be made with reasons for the recommendation. The Finance of 42

Committee of the LGB may decide to award one increment for sustained high quality performance, or two increments for exceptional performance which will be clearly evidenced within the appraisal review documentation. Where there has not been sustained high quality performance, the relevant body may determine that no pay progression will be made.

If teachers on the leadership pay scale wish to appeal the determination of the relevant body regarding their pay, they should follow the appeals procedure set out in Appendix 2.

16. Acting Allowances

These are payable to teachers who are assigned to carry out the duties of Head, Deputy or Assistant Head teacher in accordance with the STPCD. The Finance Committee of the LGB will, within 4 weeks of the commencement of the acting arrangements determine whether or not the member of staff will be paid an allowance. For any acting duties of the Head, deputy or assistant head teacher that last for a period of 4 weeks or more, the post-holder will be paid at an appropriate point on the Head’s ISR, the Deputy head range or the assistant head range as determined by the Finance Committee of the LGB. Payment will be backdated to the commencement of the acting duties. When an absence is planned or prolonged, the acting allowance will be agreed in advance and paid from the first day of absence.

17. Leading Practitioners

Leading Practitioner posts will be created across the trust.

REAch2 Academy Trust has no AST’s or ET’s and therefore there is no issue regarding the process of moving the members of staff who previously filled these posts onto the Leading Practitioner pay range.

The primary purpose of the Leading Practitioner role is modelling and leading the improvement of teaching skills across the school. These roles are paid above the maximum of the Upper Pay range.

The pay range/s for these posts is set out below

Salary

England and Wales excluding London area

Inner London Outer London Fringe Area

BA

ND

1 (points 1-6)

1 37836 44986 40838 38878

2 38784 45938 41787 39828

3 39752 46910 42752 40795

4 40743 47898 43748 41790

5 41757 48917 44762 42806

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6 42803 49961 45805 43851

BA

ND

2 (points 7-12)

7 43957 51117 46961 45006

8 44971 52128 47974 46013

9 46094 53248 49096 47140

10 47277 54433 50282 48323

11 48505 55656 51503 49547

12 49622 56779 52628 50671

BA

ND

3 (points 13-18)

13 50863 58020 53869 51912

14 52131 59287 55129 53177

15 53429 60580 56428 54470

16 54849 62006 57850 55896

17 56109 63267 59112 57162

18 57520 64677 60525 58565

There will be 3 bands for Leading Practitioner posts. The range applied to each post across the school may vary in accordance with differentials of role and responsibility of individual posts

The starting salary for an appointment to a LP post will be determined by the Finance Committee of the LGB and will be based on the successful candidate’s relevant skills and experience.

17.1 Pay progression for Leading Practitioners

Progression for teachers paid on the LP pay range will be subject to the outcome of the annual appraisal review (conducted under the trust’s appraisal policy). LP’s will need to demonstrate within their appraisal that they have:

Made good progress towards their objectives Is an exemplar of teaching skills, which should impact significantly on pupil progress

within the school (and in the wider trust context if desired/relevant) Has made a substantial impact on the effectiveness of other staff and colleagues. This

includes where there have been specific elements of practice that have been highlighted as in need of improvement.

Is highly competent in all aspects of the Teachers’ Standards Has shown strong leadership in developing, implementing and evaluating policies and

practice that that contribute to school improvement.

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Following the written recommendation of pay progression arising from the annual appraisal review, the Finance Committee of the LGB will determine pay progression and ensure that the amount is clearly demonstrated to be attributable to the performance of the LP. They will be able to objectively justify and support their decision by the evidence.

The relevant body may determine an award of one incremental point for sustained high quality performance, or more increments (up to 2) where performance has been exceptional. Where performance has not been of a sustained high quality, and this is reflected by the recommendation of the appraiser, the Finance Committee of the LGB may determine that there should be no pay progression. The pay review will take place by 31 October effective from 1 September.

If a teacher paid on the LP pay scale wishes to appeal any decision made by the relevant body regarding their pay, they should do so using the appeals procedure set out in Appendix 2.

18. Teachers on the Main and Upper Pay Ranges

18.1 Newly appointed teachers

The Finance Committee of the LGB will determine the salary range of each vacant post prior to advertising it. On appointment, they will determine the starting salary on the trust’s banded pay structure – based on the Main Pay Range (MPR) or Upper Pay Range (UPR) with regard to:

The requirements of the post Specialist knowledge or skills required for the post Experience required to undertake the specific duties of the post The wider academy/MAT/Trust context

18.2 Pay Structure

The REAch2 trust board has established a pay structure with posts paid in accordance with the minimum and maximum points for such posts as determined by the STPCD. The REAch2 pay structure is as follows:

BAND Reference point

England & Wales (excluding London Area)

Inner London

Outer London

Fringe Area

BAND 1 – TEACHERPOINT 1 M1 21,804 27,270 25,369 22,853POINT 2 M2 23,528 28,693 26,941 24,575POINT 3 M3 25,420 30,188 28,609 26,466BAND 2 – ACCOMPLISHED TEACHERPOINT 4 M4 27,376 31,761 30,381 28,428POINT 5 M5 29,533 34,204 32,957 30,581POINT 6 M6 31,868 36,751 35,468 32,914BAND 3 – EXPERT TEACHERPOINT 7 UPS1 34,523 41,912 37,975 35,571POINT 8 UPS2 35,802 43,972 38,381 36,848POINT 9 UPS3 37,124 45,450 40,838 38,173

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This structure is linked to the career stage expectations document (see Appendix 3) which forms part of the appraisal policy and appraisal process.

18.3 Pay progression based on performance

In REAch2, teachers can expect to receive regular, constructive feedback on their performance and are subject to annual appraisal that recognises their strengths, informs plans for their future development and helps to enhance their professional practice. The arrangements for appraisal are set out in the REAch2 Appraisal policy which should be read in conjunction with this policy.

In REAch2 appraisal is intended to support and develop teachers’ professional and career development and will ensure rapid, aspirational and sustained progress in pupil outcomes.

Decisions regarding pay progression will be made with reference to the teachers’ appraisal reports and the pay recommendations they contain. In the case of NQT’s, whose appraisal arrangements are different, pay decisions will be made by means of the statutory induction process. If the member of staff successfully completes and passes the induction, pay progression would normally apply. If concerns have been raised and managed during the appraisal process and satisfactory and sustained improvement has not been made, the induction will not be passed and the teacher would be automatically dismissed.

In order to be fair and transparent, assessments of performance will be properly rooted in evidence. Please refer to the relevant sections within the REAch2 appraisal policy which sets out the evidence that will be used in each REAch2 Academy.

Teachers’ appraisal reports will contain pay recommendations. Final decisions about whether or not to accept a pay recommendation will be made by the Finance Committee of the LGB, based solely on the appraisal report and with a view taken from the senior leadership team.

This table which gives a brief outline of possible pay progression outcomes from the appraisal process. It is included here as an overview of the criteria which are detailed and exemplified within the REAch2 Appraisal policy.

MetObjectives/standards (evidenced through the appraisal cycle)Performance level - Good

= X1 reference point on the pay scale

If teachers meet their agreed objectives, agreed through the appraisal process.Consideration should be given for good progress towards demanding objectives.

Not metObjectives / standards (evidenced through the appraisal cycle)Performance level – requires improvement

= 0 pay increase If teachers do not meet their agreed appraisal objectives, and where concerns have been raised through the appraisal process, pay progression will be withheld and support offered through the REAch2 Teacher Support Programme contained in the Appraisal Policy to improve performance .

Exceeded objectives etc. as abovePerformance level – Outstanding

Discretion to award accelerated progression of up to 2 reference points

If teachers exceed all their agreed appraisal objectives as set out above, and their performance, particularly in

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raising pupil standards and classroom teaching are exceptional (with the majority of pupils having made outstanding progress) with consistently outstanding teaching and where they have contributed to a whole school initiative, progression may (at the discretion of the Finance Committee of the LGB) be accelerated to up to 2 reference points.

Continued or significant concernsPerformance level – Inadequate

Move to capability procedure Either continued concerns and lack of improvement following agreed support, or significant concerns raised during the appraisal cycle.

For teachers in Band 3 (within minimum and maximum reference points of the UPS) progression will normally be considered after 2 years of sustained high quality performance.

Please refer to the REAch2 Appraisal Policy and Appendices (in particular Appendix 1 and 3) to clarify how progress is measured.

An unsuccessful performance award (pay progression) will not necessarily mean a teacher is in formal capability proceedings; the teacher may just have not met their overall agreed appraisal objectives to a sufficient standard. Where a teacher is in formal capability proceedings, the appraisal process ceases and an annual performance award cannot be awarded. The finance committee may award the increment at a later date due to good progress following capability.

18.4 Pay on appointment for teachers on Band 1-3 (MPR and UPR)

A teacher newly appointed to a role within any REAch2 academy will be appointed at the relevant point on the band based on factors outlined under the section on recruitment. If this is not at the minimum point, a robust business case will need to be made justifying the placement on the band. Consideration must also be given to the level of salaries of existing staff to prevent any pay inequality occurring. The Finance committee of the LGB will make the determination of salary.

Newly appointed teachers’ salary may be subject to a review period and will be subject to performance appraisal which may be reviewed after 6 months in post. Once the teacher passes through this 6 month probationary review, their salary will be finalised. The finalised salary will be no lower than the initial salary they were appointed on.

19. Applications to be paid on the UPR (Band 3 – Expert Teacher)

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19.1 Round 13 Applications

If a teacher reached M6 on 1 September 2012 and applies before 31 October 2013, under Round 13, their application will be assessed using the STPCD 2012 (paragraph 20) i.e. against the Teachers’ standards and the post-threshold standards having regard to the most recent appraisal reviews.

19.2 All other applications

From 1 September 2013 any qualified teacher can apply to be paid on the UPR (Band 3 – Expert Teacher). It will be the responsibility of individual teachers to decide whether or not they wish to make an application in any year.

Applications may be made once a year.

Applications must be made by 31 October of each year for consideration by the Head teacher. A recommendation will then be made by the Head teacher or other appropriate member of the senior leadership team with pay backdated to 1 September if the application was successful. Exceptions will be made in particular circumstances for example if the teacher is on maternity leave or on sick leave.

If a teacher is simultaneously employed at another academy/ies/school/s they may submit separate applications if they wish to apply to be paid on the UPR in that school. This academy is not bound by any pay decision made by another academy. If the other academy is also within REAch2, however, then the individual need only apply once and if their application is successful it applies to any of the REAch2 academies where they might work simultaneously.

In order for the assessment of any application to be robust and transparent, it will be an evidence based process only. Teachers will have to demonstrate that they meet or exceed all the teacher standards and the skills level descriptors agreed by REAch2 board for teachers on the UPR (Band 3 Expert Teacher). They will also need to demonstrate that they have been working at that level for a significant period of time (2 years) prior to making an application for progression onto the UPR.

For teachers who have been absent through disability, sickness or maternity, an application may still be made and it may cite written evidence from a 3 year period prior to the application being made. This supporting evidence may be from this, or other schools.

As defined in the STPCD, a teacher applying to be paid on the UPR (Band 3 Expert Teacher) must be able to demonstrate:

That they are highly competent in all elements of the relevant standards; and That their achievements and contribution to the educational setting/s is/are substantial

and sustained.

In REAch2 this means:

Substantial : the teacher's achievements and contribution to the school are significant, by contributing, where appropriate, to developing and implementing workplace policies and practice, modelling effective team working and excellent teaching practice, promoting collaboration, being able to give effective advice on the development and wellbeing of children and young people and demonstrating effective practice that contributes to the professional development of colleagues. and Sustained : using evidence from the previous two appraisal cycles

(1)Professional attributes – Frameworks

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P1. Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.

(2) Professional knowledge and understanding

Teaching and learning – P2. Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and monitoring – P3. Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those related to public examinations and qualifications.

P4. Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs

Subjects and curriculum – P5. Have a more developed knowledge and understanding of their subjects /curriculum areas and related pedagogy including how learning progresses within them.

Health and Wellbeing – P6. Have sufficient depth of knowledge and experience to be able to give advice on the development and wellbeing of children and young people.

(3) Professional Skills

Planning P7. Be flexible, creative, and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.

Teaching – P8. Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.

Team working and collaboration – P9. Promote collaboration and work effectively as a team member.

P10. Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.

20. Process

The closing date for applications is 31 October

The teacher applies using the trust’s application form (see Appendix 5)

The application will be assessed by the Head teacher/Principal or other relevant member of the Senior Leadership team. The teacher will be notified in writing within 20 working days.

If the application is successful, the applicant will be moved onto the UPR (Band 3 Expert Teacher) backdated to 1 September. Successful applicants will be placed on the minimum point of the UPR.

If the application is unsuccessful the teacher will be provided with feedback by the Head teacher/Principal. This written notification will include the area/s where it was determined that the teacher’s performance did not satisfy the relevant criteria.

A teacher may appeal the decision using the appeals process set out in Appendix 2.

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21. Pay progression for teachers on the UPR (Band 3 Expert Teacher)

For pay determinations effective from 1 September 2014, the Finance Committee of the LGB will determine (based on the recommendation from the appraisal process and on input from the Head teacher/Principal) whether there should be any movement on the UPR taking into account the following:

The criteria for when a teacher must be paid on the UPR, set out in the STPCD 2013; The evidence which in REAch2 will show that the teacher has had 2 consecutive appraisal

reviews and has made good progress towards objectives. In accordance with the STPCD 2013, evidence that the teacher has maintained the

criteria set out above for moving onto the UPR.

Pay progression on the UPR will be clearly attributable to the performance of the individual teacher measured through the appraisal process, and the Finance Committee of the LGB will be able to objectively justify its determination.

Where it is clear that the teacher meets the above criteria successfully, they will move up a point on the UPR.

Where it is clear that performance is exceptional when measured against the above criteria, and a teacher has met or exceeded their appraisal objectives, the Finance Committee of the LGB may use its flexibility to determine accelerated progression from the minimum to the maximum point on the UPR. Any decision to award accelerated progression will be objectively justified and recorded. For any consideration of accelerated progression, all teaching should be ‘outstanding’ as defined by Ofsted.

22. Assimilation to new pay scales

The REAch2 board and MAT have agreed to convert the DfE reference points into the pay points on the MPR/UPR (Band 1-3) pay scale and therefore there is no need to assimilate staff as the pay scale points remain unchanged.

23. Safeguarding on UPR

Teachers formally employed as AST’s and ET’s whose salaries were subject to safeguarding under the STPCD 2012 continue to have their salaries safeguarded in accordance with that document.

If safeguarding sums exceed £500 in total, the LGB will review the teacher’s assigned duties and allocate such additional duties to the teacher as they reasonably consider are appropriate and commensurate with the safeguarded sum for as long as the teacher continues to be paid the safeguarded sum.

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If the teacher unreasonably refuses to carry out such additional duties they will not be paid the safeguarded sum as long as the teacher is notified of the relevant body’s determination to cease paying it at least 1 month before it is implemented.

The safeguarding period will end on the third anniversary of the relevant date as set out in the STPCD. (please refer to the Document for detailed guidance on safeguarding)

24. Overseas trained teachers

Teachers who trained and qualified in the European Economic Area (EEA) and Australia, Canada, New Zealand and the United States of America must apply to the teaching agency for the award of QTS. Once this has been awarded payments will be made in accordance with the ranges applicable to all qualified teachers.

Non EEA trained teachers (with the exceptions outlined above) will be paid on the Unqualified Teacher pay scales (see below).

25. Specialist Learning Advisors

This role has been devised by REAch2 for specialists who bring qualifications, expertise, skills and experience in their own field ( for example – Artist in residence). They do not hold QTS and they are not employed as class room teachers. They are not Unqualified teachers, but rather, qualified experts who enrich the learning environment. Specialist Learning Advisors are paid on the following pay-scale.

POINT SALARY (£)

England & Wales (excluding London Area)

Inner London Area

Outer London Area

Fringe Area

1 21,804 27,270 25,369 22,853

2 23,528 28,693 26,941 24,575

3 25,420 30,188 28,609 26,466

4 27,376 31,761 30,381 28,428

5 29,533 34,204 32,957 30,581

6. 31,868 36,751 35,468 32,914

26. Unqualified Teachers

An unqualified teacher is either a trainee working towards QTS, an overseas trained teacher as set out above who has not exceeded the four years they are allowed without obtaining QTS, or an instructor providing a course which pre-existed their employment.

The Finance Committee of the LGB will appoint unqualified teachers to a salary within the minimum and maximum points set out in the STPCD.

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The REAch2 trust board has determined that the unqualified teacher pay range should be a 6 point scale where the previous 6 unqualified scale points will be converted into reference points used to determine the level of pay. These are as follows:

POINT SALARY (£)England & Wales (excluding London Area)

Inner London Area

Outer London Area

Fringe Area

1 15,976 20,092 18,977 17,0252 17,834 21,949 20,836 18,8823 19,692 23,807 22,695 20,7404 21,550 25,665 24,555 22,5985 23,409 27,522 26,412 24,4566 25,267 29,379 28,272 26,313

A newly appointed teacher to the unqualified teacher pay range may be appointed at any point determined by the Head teacher/Principal. This may be on a probationary basis subject to performance. The probationary period will be 6 months after which time a review will take place and the relevant pay band and pay point will be finalised. The finalised salary will be no lower than the initial salary on appointment.

Progression within both the Specialist Learning Advisor and Unqualified Teacher pay ranges will be based on a review of the member of staff’s performance assessed through the annual appraisal review and against the relevant teacher standards and objectives. The Finance Committee of the LGB may award one incremental point progression for successfully met agreed appraisal objectives and relevant standards/career level descriptors based on the recommendation made by the appraiser. For exceptional performance demonstrated through the appraisal process they may award accelerated progression of 1 additional point. Where performance has not been demonstrated as being of the expected standard, the Finance Committee of the LGB may decide that there will be no pay progression that year. In this circumstance, the Specialist Learning Advisor or unqualified teacher’s performance will be addressed through the trust’s appraisal and possibly capability procedure.

If a Specialist Learning Advisor or unqualified teacher is not happy with the decision, they may appeal it using the appeals procedure set out in Appendix 2.

Specialist Learning Advisors and Unqualified teachers are not eligible for teaching and learning or special educational needs allowances.

27. Allowances

27.1 Teaching and Learning Responsibility Payments (TLR’s)

TLR payments will be awarded to the holders of the posts indicated as having these on the school staffing structure.

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A TLR (1 or 2) payment is awarded to a Band 1-3 teacher (MPR and UPR) for undertaking sustained additional responsibilities within the school staffing structure for the purpose of ensuring the continued delivery of high quality teaching and learning, which the teacher will be held accountable for and that are not required of all teachers. These must:

Be focused on teaching and learning Require the exercise of a teacher’s professional skills and judgement; Require the teacher to lead, manage and develop a subject or curriculum area or to lead

and manage pupil development across the curriculum; Have an impact on the educational progress of pupils other than the teacher’s assigned

class/es or groups of pupils and involves leading, developing and enhancing the teaching practice of other staff.

The range prescribed within the STPCD and adopted by REAch2 board, MAT’s and LGB’s for determining TLR payments is as follows:

TLR 1 £7,397-£12,517 TLR 2 £2,561-£6,259 TLR 3 £505-£2525

A teacher may be awarded a TLR3 concurrently with either a TLR1 or TLR2. A teacher may not be hold a TLR1 and 2 concurrently.

TLR 1 will only be awarded where the post includes line management responsibility for a significant number of people (this would normally be more than 6, but will depend on the size of school).

The Finance Committee of the LGB may award a TLR 3 for one off externally driven projects or school improvement projects of clearly limited duration. The value of a TLR3 can be no less than £505 and no more than £2525. The duration of the fixed term must be established at the outset and payment will be calculated and paid monthly for the duration of the term.

There is no safeguarding of any fixed term TLR payment. Before the introduction of a TLR3, the school would undertake discussion with local teacher representatives on their use.

27.2 Special Educational Needs (SEN) TLR2 Payment

SEN payments will be awarded under the TLR2 allowance framework above and will fall within the range £2,561-£6,259.

The circumstances in which a TLR 2 SEN allowance will be attached to a post are as follows:

In a post that requires a mandatory SEN qualification For a teacher who teaches pupils in one or more designated special classes or units in

the school; For a teacher who teaches in any non-designated setting (including any PRU) that is

analogous to a designated special class or unit where the post:- Involves a substantial element of working directly with children with special educational

needs; Requires the exercise of a teacher’s professional skills and judgement in the teaching of

children with special educational needs with a greater level of involvement than is the usual requirement for teachers throughout the school or unit within the school.

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The Finance Committee of the LGB will determine the spot value for each post within the minimum and maximum set out in the STPCD for TLR2 and taking account of the following:

Whether any mandatory qualifications are required for the post The qualifications or expertise of the teacher relevant to the post; and The relative demands of the post.

27.3 Acting allowances for teaching staff

A teacher who acts up to cover all the duties associated with a higher graded post or allowance than their own for a period of at least 4 weeks will be considered for the payment of an acting allowance. The allowance will normally be the difference between the teacher’s substantive salary and the appropriate point on the pay range of the higher level post. It will cover the entire period of acting up during which time the teacher will undertake the full range of duties and responsibilities of the post.

27.4 Out of School learning Activities

The Finance Committee of the LGB may make discretionary payments to teachers who participate in out of school learning activities. Teachers’ involvement is entirely voluntary. Payments will only be made for substantial and, where appropriate, regular commitment outside of a teacher’s 1265 hours of directed time. No full or part time member of staff will be obliged to participate in out of school hour’s activities above their contracted hours.

Part time teachers may be awarded an additional payment for participating in these learning activities where these are not part of their contracted hours.

Staff will be given separate written confirmation of this additional work.

The following list of out of school hour’s activities that may be eligible for additional payment is not exhaustive but is illustrative of the type of activity this payment relates to:

Homework clubs Breakfast clubs Saturday school Summer literacy/numeracy schools

Payment for continuing professional development at weekends and out of term time is discretionary and will be considered on a case by case basis by the Finance Committee of the LGB.

Any additional payments for CPD which takes place outside of the school day will be made by the Finance Committee of the LGB at their discretion. If awarded, these payments will be calculated as 1/195 of the teacher’s annual gross salary.

27.5 Recruitment & Retention Incentive Benefits

The Finance Committee of the LGB can award lump sum payments, periodic payments, or provide other financial assistance, support or benefits for a recruitment or retention incentive in accordance with the STPCD 2013 and the guidance and after consulting with the Executive Director of the MAT.

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The Finance committee will consider exercising this flexibility under the STPCD 2013 where they consider it is appropriate to do so in order to recruit or retain relevant and essential staff. It will make clear at the outset, in writing, the expected duration of any such incentive or benefit, and the review date after which it may be withdrawn.

Each MAT and the REAch2 Board will conduct an annual formal review of all such awards.

In relation to a Principal, any ‘additional payments’ under this section will form part of the 25% limit on the use of all discretions, unless the REAch2 Board choose to use the ‘wholly exceptional circumstances’ discretion. The REAch2 Board will not award a recruitment or retention payment under this section of the STPCD 2013 if they have already made an award under the section on determining a school’s individual ISR. This says ‘Where the headteacher is appointed as a headteacher of more than one school on a permanent basis the relevant body of the headteacher’s original school or, under the Collaboration Regulations, the collaborating body, must determine the ISR by the application of the total unit score of all of the schools calculated in accordance with paragraphs 8,9 and 10.’, or have taken such reason (recruitment or retention) into account when determining the ISR under an earlier Document.

27.6 Salary Sacrifice schemes

In accordance with the provisions set out in the STPCD, where the employer (individual academy/MAT/REAch2) operates a salary sacrifice scheme, the employee may participate in it and his/her gross salary shall be reduced accordingly.

28. Monitoring the Impact of the Pay Policy

REAch2 will monitor the outcomes and impact of this policy annually through the MATS and LGB’s., and discuss these with the trades unions at the school. This will be done in accordance with legislative changes, changes to the STPCD, and ensuring continuing compliance with equalities legislation.

The trust-wide outcomes and impacts of the policy will also be discussed at Trust level with the trades unions.

Changes may need to be made to the policy, if this is the case, we will make them in consultation (at trust level) with the recognised trade unions and professional associations.

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Appendix 1 – Academy staffing structurePlease attach or insert a copy of your school staffing structure here

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Appendix 2 – Appeals ProcedureAs part of the appraisal process, a written pay recommendation is made by the appraiser (normally the line manager) using the pay recommendation form (see Appendices 13 and 14). Once the outcome of the recommendation has been determined by the Finance Committee of the LGB, the member of staff will receive written confirmation of the determination, with, where applicable, the basis on which the decision was made. If the member of staff is not satisfied with the pay recommendation they may appeal the decision. The appeals procedure set out below including the formal Appeal Hearing procedure, satisfies the dispute resolution requirements of employment law (i.e. Part 4 of the Trade Union and Labour Relations (Consolidation) Act, 1992) and the ACAS Code of Practice.

A member of staff may appeal against any determination in relation to his/her pay or any other decision taken by the LGB/MAT/REAch2 board that affects his/her pay.

The list below, though not exhaustive, contains the usual grounds for appeal are that the individual or committee by whom the decision was made include;

Incorrectly applied any provision of the STPCD

Failed to have proper regard for its statutory guidance

Failed to take proper account of relevant evidence

Took account of irrelevant or inaccurate evidence

Was biased; or

Otherwise unlawfully discriminated against the employee.

Procedure

REAch2 Academy trust intends that the Appeals procedure will be undertaken impartially, robustly and in a timely fashion.

Informal stage

Wherever possible, the school will endeavour to resolve any issues of dissatisfaction regarding the pay determination prior to them being referred to a formal appeal procedure. This will be done by offering the member of staff the opportunity to meet and discuss the issue in full with the Head teacher, and to present further evidence where they consider it appropriate.

If it is the Head teacher who is dissatisfied with their pay determination, they will be offered an opportunity to meet and discuss the issue in full with the Executive Principal of the MAT and to present further evidence where they consider it appropriate.

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However, where a member of staff remains dissatisfied with a matter relating to their pay (including issues relating to applications to move onto the Band 3 Pay Range and progress within it) they have a right to pursue a formal appeal to the LGB/MAT, using the following arrangements.

The order of proceedings

The employee receives written confirmation of the pay determination with, where applicable, the basis on which the decision was made.

If the employee is not satisfied, they endeavour to resolve this by discussion of the matter informally with the decision maker within 10 working days of the determination being received.

Where this is not possible, or where the member of staff continues to be dissatisfied, s/he may follow the formal appeal process.

The member of staff must set down in writing the grounds for questioning the pay decision (which must relate to the grounds set out above) and send it to the chair of the committee who made the determination within 10 working days of the notification of the decision being appealed against or of the outcome of the discussion referred to above.

The Chair of the Finance Committee of the LGB (For Head teachers, the chair of the MAT) should set up a hearing within 10 working days of receipt of the written grounds for questioning the pay determination. The hearing will provide the opportunity for the person/people who made the determination to consider the appeal and for the member of staff to make representations in person. The member of staff (at any formal appeal or hearing) is entitled to be accompanied by a colleague or representative from a trade union or professional association. The hearing will allow both parties to explain their cases. Following the hearing, the member of staff should be informed in writing of the hearing’s decision, and of their right of appeal if they are not satisfied with the outcome.

Each step of this process will be taken without unreasonable delay. The timing and location of the formal hearing will be reasonable. Any alterations to the timescale will be mutually agreed with all parties.

If the member of staff wishes to appeal the outcome of the first hearing, they should do so in writing to the chair of the LGB (for Head teachers, to the Chair of the MAT) within 10 working days of receiving notification of the outcome of the hearing. Any appeal should be heard by a panel of 3 governors who were not involved in the original determination, and should normally occur within 20 working days of receipt of the written appeal notification. The member of staff will be invited to make representation in person, and, as stated above, is entitled to be accompanied by a colleague or representative from a trade union or professional body. The decision of the appeal panel will be given in writing and, where the appeal has been rejected, will include a note of the evidence considered and the reasons for the decision. The decision of the appeal panel is final, and there is no recourse to the staff Grievance procedure.

It is recommended that governing bodies take advice from their HR provider on the use of appeal procedures.

The procedure for the appeal hearing is set out below:

The (previously agreed) chair of the panel will introduce attendees and set out the process to be followed for the appeal hearing;

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The appellant or their representative will outline the grounds for their appeal;

The panel (of 3 governors as set out above) will then have the opportunity to question the appellant or their representative;

The Chair of the committee responsible for making the original determination and who heard the initial hearing under the formal procedure) will be called to present his/her case responding to the issues raised and outlining the reasoning for the original decision;

The panel will have the opportunity to question the Chair in relation to this information provided;

The appellant or their representative may respond to the Chair’s case and present a brief summing up;

Both parties will then withdraw whilst the panel considers the information;

The outcome of the appeal will be confirmed in writing within 5 working days;

The decision of the panel hearing an appeal shall not be subject to any further review under the trust’s Grievance procedure.

Note: all paperwork for the appeal hearing should be received by the chair of the panel at least 2 working days before the hearing.

The modified procedure

Where a teacher has, whilst employed by the school, lodged an appeal against a pay determination, but has subsequently left the school’s employment before any appeal hearing is heard, the following modified procedure will be observed:

The member of staff must have set out details of their appeal in writing

The member of staff must have sent a copy of their appeal to the Chair of the LGB/MAT

The chair of the LGB/MAT will consult with relevant school personnel and provide the member of staff with an appropriate written response on behalf of the school

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Appendix 3 – Application to be paid on Band 3 (UPR)Name : Job Title:

School: Date of application:

Current pay point: Date of last application (if applicable):

Years covered by appraisal review statements:

School/s covered by appraisal review statements:

Summary of application to progress to Band 3 Expert Teacher (UPR): please ensure you detail with evidence the ways in which you meet the criteria set out in the STPCD and how those are defined in the Pay Policy (section 19.2) You will reference here evidence gathered and presented through the appraisal process.

(continue on additional sheets if necessary)

Declaration

I confirm that at the date of this application I meet the eligibility criteria and I submit the appraisal (and brief supporting evidence as appropriate).

Signed (applicant): Date:

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Appendix 4 – Teachers’ StandardsPreamble

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

Part one: TEACHING a teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

a. Establish a safe and stimulating environment for pupils, rooted in mutual respect

b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2. Promote good progress and outcomes by pupils

a. Be accountable for pupils’ attainment, progress and outcomes

b. Be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these

c. Guide pupils to reflect on the progress they have made and their emerging needs

d. Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

e. Encourage pupils to take a responsible and conscientious attitude to their own work and study

3. Demonstrate good subject and curriculum knowledge

a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

c. Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

d. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

e. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4. Plan and teach well structured lessons

a. Impart knowledge and develop understanding through effective use of lesson time

b. Promote a love of learning and children’s intellectual curiosity

c. Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

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d. Reflect systematically on the effectiveness of lessons and approaches to teaching

e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

5. Adapt teaching to respond to the strengths and needs of all pupils

a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

b. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

c. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

d. Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

6. Make accurate and productive use of assessment

a. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

b. Make use of formative and summative assessment to secure pupils’ progress

c. Use relevant data to monitor progress, set targets, and plan subsequent lessons

d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

7. Manage behaviour effectively to ensure a good and safe learning environment

a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

b. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

d. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

8. Fulfil wider professional responsibilities

a. Make a positive contribution to the wider life and ethos of the school

b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

c. Deploy support staff effectively

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d. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

e. Communicate effectively with parents with regard to pupils’ achievements and well-being

Part two: Personal and Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

a. Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

b. Having regard for the need to safeguard pupils’ wellbeing, in accordance with statutory provisions

c. Showing tolerance of and respect for the rights of others

d. Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

e. Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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Appendix 5 – Ofsted descriptors – quality of teaching in the schoolOutstanding (1)

Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.

All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.

Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

Teachers and other adults generate high levels of engagement and commitment to learning across the whole school.

Consistently high quality marking and constructive feedback from teachers to ensure that pupils make rapid gains.

Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.

Good (2)

Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time.

Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.

Teachers listen to, carefully observe and skilfully question pupils during lesons in order to reshape tasks and explanations to improve learning.

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Reading, writing, communication and mathematics are taught effectively.

Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.

Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve.

Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.

Requires improvement (3)

Teaching requires improvement as it is not good.

Inadequate (4)

Teaching is likely to be inadequate where any of the following apply:

As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.

Pupils cannot communicate, read, write, or apply mathematics as well as they should.

Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs.

Learning activities are not sufficiently well matched to the needs of pupils.

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Appendix 6 – Pay Progression recommendation/outcome form QTS

Name of teacher

Appraiser

Date

Performance management

Agreed appraisal objectives Objective met Progress toward objective

Objective not met

Objectives exceeded

1

2

3

Teacher standards

BAND1

Teacher

BAND2

Accomplished Teacher

BAND3

Expert Teacher

TLR

1

TLR

2

TLR

3

LP AH DH HT/

HOS

M1 M2 M3 M4 M5 M6 U1 U2 U3

Current pay point

Career stage profile level for audit

Pay progression recommendation/outcome form QTS continued

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Leadership development opportunities

Band 1 (including NQT)

Band 2 Band 3 TLR Leadership Spine

Leadership opportunities and experience

Recommendation on pay progression

This recommendation is made with regard to the results of the most recent appraisal/s

I recommend salary progression of 1 point

I do not recommend salary progression for the following reasons

I recommend accelerated salary progression of 2 points for the following reasons

Signature Date

Appraisee

Appraiser

HT (if not the appraiser)

Chair of Governing Body

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Appendix 7 – Pay progression recommendation/outcome form – Specialist Learning Advisors / Unqualified Teachers (please delete as appropriate)

Name of member of staff

Appraiser

Date

Performance management

Agre

ed appraisal objectives

Objective met Progress toward objective

Objective not met

Objectives exceeded

1

2

3

Professional Development

Point 1 Point 2 Point 3 Point 4 Point 5 Point 6

Professional development opportunities and experience

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Pay progression recommendation form Specialist Learning Advisors/ Unqualified Teachers (please delete as appropriate) continued

Recommendation on pay progression

This recommendation is made with regard to the results of the most recent appraisal/s

I recommend salary progression of 1 point

I do not recommend salary progression for the following reasons

I recommend accelerated salary progression of 2 points for the following reasons

Signature Date

Appraisee

Appraiser

Chair of governing body

HT (if not the appraiser)

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Appendix 8 – Further sources of informationEqualities issues

Advice on the Equalities Act 2010

http://www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/equality-act-guidance-downloads/

http://www.education.gov.uk/aboutdfe/advice/f00215460/equality-act-2010-departmental-advice

Standards

The Teachers’ Standards (England) can be found in Annex 1 of the STPCD 2013. More information is available at

http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards/a00205581/teachers-standards1-sep-2012

Appraisal

Information on appraisal arrangements in England from September 2012 can be found at

http://www.education.gov.uk/schools/leadership/deployingstaff/b00201884/new-arrangements

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http://www.education.gov.uk/schools/leadership/deployingstaff/b00201884/new-arrangements



http://www.education.gov.uk/aboutdfe/advice/f00215460/equality-act-2010-departmental-advice



Appendix 11 – Example of directed time for a full time primary school teacher predicated on a normal 20 hours teaching week, from NUT Guide to Teachers’ Working Time and Duties (p11)

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